Four Intensive Reading Instructional Teams (IRITs) consisting of a reading consultant, two master teachers, and a clerk typist provided intensive compensatory reading instruction for more than 500 Hartford third, fourth, and fifth grade students during the 1971-72 school year. The approach of the IRITs was geared to the concept of individualized learning and instruction, student self-direction, and program accountability. Groups of approximately 45 students spent mornings for a ten week period with the IRIT. The overall approach to disability correction involved three areas of concentration: decoding, vocabulary and comprehension development, and individualized reading. The measured achievement levels of children in the program, based upon pre and post group tests, increased significantly. Parent, teacher, and student surveys indicated a high degree of satisfaction with the program. The IRITs also served as an inservice teacher education team, providing instruction in individualized reading methodology and materials. Appendix includes organizational, content, and evaluative data. (TO)